Sometime ago when Anna University, Chennai announced its result and put up some of the results analyses of aggiliated on its website,a teacher of an engineering site, a teacher of an engineering College had lamented about how it was easy for the brighter kids in the university’s constituent college (like the College of Engineeting Guindy or the MIT in Chromepet) to get high marks. It was because of the higher weightage given for internal assessments.
The teacher argued that a student of CEG or MIT needs to put in minimum effort to get a first class or distinction, while those in affiliated colleges struggled to get even average marks, as the internal marks had far lesser weightage.
While some parts of the article are worth looking at closely, the writer seemed to be missing certain other aspects of engineering education. Of course, one has to again debate as to why India alone shouls continue with such a outrageous concept like affiliation, there is however another dimension to the issue—grades and marks are one side of education, but the outcomes of the education get rarely debated in intellectual fora.
For example, take a program like the computer science and engineering in engineering colleges. This subject is particularly known for a yawning gap between what is taught in colleges and what is practiced today. Simply because this is one of the fastest emerging fields in applied engineering today in industry.
Sometime in early 2007, the National Science Foundation of the U.S. recognized that “despite the deep and pervasive impact of computing and creative efforts in a small number of institutions, under graduate computing education today often looks much as it did several decades ago”.
Several acknowledged faculty experts are pointed to reports such as that from Microsoft Research to highlight that futther development in the sciences will require the complete integration of computing principles and practices into the very fabric of science, as opposed to the mere applicaton of computing to support scientist sin their daily work.
In other words, transforming the state of undergraduate education in computing for both computing majors and non –majors alike has become a national imperative, The issues arised were:
• The current state og undrgradeuate computing education.
• Approaches taken to improve the curriculm for computing students.
• Progress achieved in developing non-traditional computing majors,
• Approaches taken to make computing more attractive and accessinle to non-traditional or under-represented populations;
• Progress achieved in making computing an equal partner with (and not just a service course provider to) otherdisciplines,
• Specific strategies, techniques used to improve computing education.
The teacher argued that a student of CEG or MIT needs to put in minimum effort to get a first class or distinction, while those in affiliated colleges struggled to get even average marks, as the internal marks had far lesser weightage.
While some parts of the article are worth looking at closely, the writer seemed to be missing certain other aspects of engineering education. Of course, one has to again debate as to why India alone shouls continue with such a outrageous concept like affiliation, there is however another dimension to the issue—grades and marks are one side of education, but the outcomes of the education get rarely debated in intellectual fora.
For example, take a program like the computer science and engineering in engineering colleges. This subject is particularly known for a yawning gap between what is taught in colleges and what is practiced today. Simply because this is one of the fastest emerging fields in applied engineering today in industry.
Sometime in early 2007, the National Science Foundation of the U.S. recognized that “despite the deep and pervasive impact of computing and creative efforts in a small number of institutions, under graduate computing education today often looks much as it did several decades ago”.
Several acknowledged faculty experts are pointed to reports such as that from Microsoft Research to highlight that futther development in the sciences will require the complete integration of computing principles and practices into the very fabric of science, as opposed to the mere applicaton of computing to support scientist sin their daily work.
In other words, transforming the state of undergraduate education in computing for both computing majors and non –majors alike has become a national imperative, The issues arised were:
• The current state og undrgradeuate computing education.
• Approaches taken to improve the curriculm for computing students.
• Progress achieved in developing non-traditional computing majors,
• Approaches taken to make computing more attractive and accessinle to non-traditional or under-represented populations;
• Progress achieved in making computing an equal partner with (and not just a service course provider to) otherdisciplines,
• Specific strategies, techniques used to improve computing education.
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